Today the children looked at, smelled, touched a fresh trout to develop an awareness of its features and characteristics. Many of the children were able to talk about what a fish needs to live, where they live. We looked at its scales and compared them to our skin, its eyes, tail, fins, gills and its backbone.We discussed how fish move through water and how they breathe. We also compared the coloured scales of rainbow fish with the trout.
We are continuing with our rainbow fish story and are encouraging children to think of all the characters and things they saw in the story. A variety of pictures and objects are used and the children must state if they were in the story. All items seen in the story are placed in the centre of the target circle,while items not seen in the story are placed on the outer circle.
Again this can be adapted for use with lots of other topics and is something that we use regularly in recognising initial letter sounds.
Today the children looked at, smelled, touched a fresh trout to develop an awareness of its features and characteristics. Many of the children were able to talk about what a fish needs to live, where they live. We looked at its scales and compared them to our skin, its eyes, tail, fins, gills and its backbone.We discussed how fish move through water and how they breathe. We also compared the coloured scales of rainbow fish with the trout.
We are continuing with our rainbow fish story and are encouraging children to think of all the characters and things they saw in the story. A variety of pictures and objects are used and the children must state if they were in the story. All items seen in the story are placed in the centre of the target circle,while items not seen in the story are placed on the outer circle.
Again this can be adapted for use with lots of other topics and is something that we use regularly in recognising initial letter sounds.